Zobrazeno 1 - 10
of 96
pro vyhledávání: '"Drew H. Bailey"'
Publikováno v:
Journal of Numerical Cognition, Vol 8, Iss 2, Pp 259-280 (2022)
Several working memory processes have been hypothesized to influence different arithmetic operations. Working memory has been compartmentalized into a number of different sub-processes, such as phonological memory and visuospatial memory that are bel
Externí odkaz:
https://doaj.org/article/796649cf6d69444ebbfece34cd922cb1
Publikováno v:
AERA Open, Vol 2 (2016)
Identifying which early mathematics skills have the largest effects on later mathematics achievement has important implications. However, regression-based estimates often rely on untested assumptions: (a) Scores on different mathematics skills reflec
Externí odkaz:
https://doaj.org/article/db47cc41fbb644b6a8bbf60922369ef9
Publikováno v:
PeerJ, Vol 3, p e899 (2015)
Partible paternity refers to the conception belief that children can have multiple fathers (“co-fathers”) and is common to indigenous cultures of lowland South America. The nature of social relationships observed between co-fathers reveals inform
Externí odkaz:
https://doaj.org/article/6d69f9e19ef34623b88e0d57235f518c
Publikováno v:
Evolutionary Psychology, Vol 10 (2012)
Men's but not women's investment in a public goods game varied dynamically with the presence or absence of a perceived out-group. Three hundred fifty-four (167 male) young adults participated in multiple iterations of a public goods game under interg
Externí odkaz:
https://doaj.org/article/d5f3de5710244e2588df59609bd16d9d
Publikováno v:
Evolutionary Psychology, Vol 8 (2010)
Externí odkaz:
https://doaj.org/article/2af23db316e34d80bbde0d384dd1b3d9
Autor:
Andres S. Bustamante, Kreshnik Nasi Begolli, Daniela Alvarez-Vargas, Drew H. Bailey, Lindsey Engle Richland
Publikováno v:
Journal of Educational Psychology. 114:1307-1320
This study tested a novel approach to capitalizing on the benefits of play for informal math learning. Two experiments evaluated a platform called “Fraction Ball”, that provides an embodied, playful, and physically active learning experience by m
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c2f5975cf4af6ab1ccdc39efb4b511c0
https://doi.org/10.1037/edu0000714
https://doi.org/10.1037/edu0000714
Autor:
Natasha Randall, Berrak Küçük, Yaoran Li, Drew H Bailey, Benjamin Winegard, David A. Puts, Lisa L. M. Welling, David C. Geary
A reproduction of the study in the paper “Women’s Preference for Masculine Traits Is Disrupted by Images of Male-on-Female Aggression” was conducted as a final project of the module “Open Science” at the Cologne University of Applied Scienc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1cb2586ffa84cb007019f547145361c1
https://doi.org/10.31234/osf.io/ap38y
https://doi.org/10.31234/osf.io/ap38y
Publikováno v:
Child development, vol 94, iss 1
Dimensional comparisons (i.e., comparing own performances across domains) may drive an increasing differentiation in students' math and verbal self-concepts over time, but little longitudinal research has directly tested this assumption. Using cross-
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::075666e1335512fc24cc88de57679ab1
https://escholarship.org/uc/item/6jx0c8b4
https://escholarship.org/uc/item/6jx0c8b4
Publikováno v:
Journal of Experimental Psychology: Learning, Memory, and Cognition. 47:1820-1835
We performed a meta-analysis of approximate number system (ANS) training studies to investigate the strength of the causal effects of practicing ANS related tasks on symbolic math performance. Across 33 effect sizes from 11 studies involving 754 part
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::15ccf2bc27a45c16f3ce540873c5d61a
https://doi.org/10.1037/xlm0001087
https://doi.org/10.1037/xlm0001087
Publikováno v:
Journal of Research on Educational Effectiveness. 15:243-262
Early life interventions impacting cognitive abilities are most often followed by post-treatment fadeout. Some have hypothesized that persistence is unlikely when gains are specific to trained skills, or more specifically, distinguishable from impact
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::dceb65c3bce738318006ba922bea28c1
https://doi.org/10.1080/19345747.2021.1969711
https://doi.org/10.1080/19345747.2021.1969711